ERIC ED608849: Discipline Problems Faced by Science Teachers in Classroom Management and Solutions for These Problems

2020·0.39 MB·English

by  ERIC

European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu

DOI: 10.46827/ejes.v7i9.3219 Volume 7 │ Issue 9 │ 2020

DISCIPLINE PROBLEMS FACED BY SCIENCE
TEACHERS IN CLASSROOM MANAGEMENT
AND SOLUTIONS FOR THESE PROBLEMS

Temel Topal1i,
Mustafa Uzoglu2
1Asst. Prof. Dr.,
Giresun University,
Faculty of Education,
Turkey
2Prof. Dr.,
Giresun University,
Faculty of Education,
Turkey

Abstract:
The aim of this study is to determine the classroom discipline problems faced by science
teachers in classroom management and the ways of solutions they have developed for
these problems. The study was carried out in the fall semester of the 2019-2020 academic
year. In the study, scanning method, one of the descriptive research methods, was used.
The sample of the study consists of a total of 55 pre-service teachers, 30 of whom are male
and 25 of whom are female. The data of the study were obtained through a questionnaire
developed by the researchers. The questionnaire includes 6 open-ended questions to
identify the classroom discipline problems faced by science teachers in the classroom
where prospective teachers are observers. The participants were given approximately 20
minutes to complete the questionnaire. Science teacher candidates also completed the
questionnaire within the specified time. The data obtained from the questionnaire were
subjected to descriptive and content analysis. The data obtained from prospective
teachers are presented in the findings section in a purposeful and detailed manner. 2
faculty members and 2 teachers created the themes and codes for each question by jointly
evaluating the answers given by the preservice teachers to the questionnaire. It was
determined that 2 faculty members and teachers agreed to a large extent on the results
obtained. As a result of the study, the teachers; it was determined that they encountered
behavioral problems such as indifference, disrespect, behavioral disorder, lesson
adaptation, communication, psychological problem, and order. It was concluded that the
negative behavior problems encountered were caused by teachers, students and
environment. On the other hand, it was determined that behavioral problems, financial

i Correspondence: email [email protected]
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2020 Open Access Publishing Group 11
Temel Topal, Mustafa Uzoglu
DISCIPLINE PROBLEMS FACED BY SCIENCE TEACHERS
IN CLASSROOM MANAGEMENT AND SOLUTIONS FOR THESE PROBLEMS

situation and technology were the basis of students' displaying behaviors that cause
problems in the classroom. Another conclusion reached in the study is that students
exhibiting undesirable behavior are exposed to various reactions. In the light of the
results obtained, suggestions for solutions that can be developed by revealing the
underlying reasons of students' undesirable behavior are presented.

Keywords: classroom discipline problems, science teachers, classroom management

1. Introduction

Managing life in education and training environments in the process of rapid change and
development has made change inevitable in the roles and responsibilities of teachers who
are the managers of the process. In this respect, it is important for teachers to organize
the classroom life in a professional manner in order to maintain an effective and efficient
education. As the classroom is a common living space where learning and teaching
activities are carried out, it is instructively critical to increase the quality of the teaching
service as much as possible. In this respect, the importance of classroom management
becomes apparent.
It is noteworthy that there are differences in the definitions of classroom
management as well as similarities in the literature. Classroom management can be
defined as a broad concept, which includes a series of behaviors and strategies that
teachers use to manage students' behaviors in the classroom, as well as applying school
management to the classroom (Akan, 2017, 3). Classroom management can also be
defined as the ability to use the time devoted to teaching in a functionality that fulfills the
objectives (Okutan, 2015, 1) and organizing class activities for students (Balay, 2019, 2) to
ensure effective learning takes place. The class should be designed in accordance with
the realization of the instructional purposes in terms of being the most important living
space where the teaching activities, which are about 180 working days, take place
(Başaran, 2015, 3). Classroom management is necessary to create and maintain an
appropriate learning environment. Classroom management is also affected by the
classroom environment, the individual's psychological characteristics, and out-of-class
factors. This shows that classroom management has some difficulties. Therefore, teachers
should integrate their experiences with their practices (Taş, 2018, 35). Teachers'
leadership behaviors, which are the main managers of the learning-teaching process,
must provide assistance without prejudice to students, value self-esteem, and ensure that
students continue their motivation to learn by organizing activities that will ensure
continuous learning (Gökçe, 2016, 69-71).
The teacher-student relationship changes depending on whether students' needs
in the classroom are met. Students spend most of their life with their teachers. Therefore,
teachers are responsible for both student work and effective classroom life. Effective
teachers are aware of their positive effects on their students. Researches show that
teacher-student relationships affect academic achievement and student behavior. The
European Journal of Education Studies - Volume 7 │ Issue 9 │ 2020 12
Temel Topal, Mustafa Uzoglu
DISCIPLINE PROBLEMS FACED BY SCIENCE TEACHERS
IN CLASSROOM MANAGEMENT AND SOLUTIONS FOR THESE PROBLEMS

main factor affecting the behavior, success and motivation of all students is positive
teacher-student relationships (Jones and Jones, 2001, 78-80).
The behavior of the teacher in the classroom can have positive effects on the
student as well as negative effects. Communication between teacher and student can
have positive effects on the student. The fact that this process, which is shaped under the
personal and professional qualifications of teachers, is bidirectional (Ekici, 2004, 50).
In the research conducted by Rocks, Baker and Guenny (1985), it was determined
that there was a strong relationship between communication and success. In the study
conducted by Schwarzwold, Hoffman and Rotem (1988), it was found that the
atmosphere of the class affected academic achievement and interpersonal relations (by
Uslu, 2002, 34). Teachers who have good communication with their students in the
classroom prepare an environment for high academic achievement and students' desired
behavior change while performing a successful teaching activity (Celep, 2001, 19).
In order to be effective in classroom management, the teacher should be able to
master the subject and attract the attention of the student. The well-organized teaching
environment also increases the success of classroom practices. For an effective teaching,
all aspects of the teaching environment must be organized. This environment is the
environment where the process of transmitting information occurs and the student
interacts with the subject, consisting of staff, tools, equipment and organization elements.
The teacher should be in this environment, integrate with students, and follow a
systematic way for students to use new technologies (İmer, 2000, 151-152). Because good
classroom management depends on good teaching. In this respect, a quality educational
purpose is a classroom management tool. One of the most important variables of student
success, perhaps the most important, is classroom management. Research shows that the
differences in the structure and management of the class affect the success as well as the
individual differences of the students (Başar, 2004, 11).
Better environments that children can learn provide good classroom management.
For this reason, the teacher should take care to create an interesting and comfortable
classroom environment (Hollingsworth and Hoover, 1999). In the research conducted by
Anderson and Walberg (1974), it was emphasized that 30 % of the difference between
students' achievements depends on the learning environment and 7 % on intelligence
level (by Uslu, 2002, 9). In the research conducted by Cogan (1956), the sincere behavior
of the teacher positively influenced the work of the student on his own will, and the
teachers of the teachers who were creative, cooperated with his students in the research
of Solomon and Kendall (1976), enabled them to participate in class activities and were
creative. In terms of academic achievement, it has been observed that the teachers
forming the traditional classroom environment are better than their students (by Ekinci,
2000, 29). In the research of Duruhan et al. (1990), 67 % of students stated that teacher
attitudes and behaviors were effective on their success; The students who agree with this
opinion reach 93 % together with those who state that they have an effect on their
“partial” success. This result shows that teacher attitudes and behaviors are an effective
factor on student achievement.
European Journal of Education Studies - Volume 7 │ Issue 9 │ 2020 13
Temel Topal, Mustafa Uzoglu
DISCIPLINE PROBLEMS FACED BY SCIENCE TEACHERS
IN CLASSROOM MANAGEMENT AND SOLUTIONS FOR THESE PROBLEMS

2. Methodology

This study was carried out in the fall semester of 2019-2020 academic year according to
the screening method, which is one of the descriptive research methods. The purpose of
screening research is to determine the opinions of the individuals participating in the
study on a topic (Büyüköztürk et al. 2010, 16). In this way, the analysis of the data
obtained from the participants can be evaluated by different methods and the results can
be obtained. The reason for choosing this method in this study is to identify classroom
discipline problems faced by science teachers in classroom management and to develop
solutions for these problems.

2.1. Sample
The study group of this research, which was carried out in order to determine the
classroom discipline problems faced by science teachers in classroom management and
the solutions to these problems from the perspective of science teacher candidates,
constitutes 55 pre-service science teachers studying at a university in the Black Sea region.
These candidates were selected with the purposeful sampling method. The reason for
choosing 4th grade teacher candidates in this study is that they have the opportunity to
observe the experiences of teachers for the first time in the school environment and to be
able to comment on the subject. The mentioned working group includes 30 female and
25 male teacher candidates. The teacher candidates who make up the working group are
in the class of their teacher, who is a counselor in connection with the school experience
lesson, 4 hours a week.

2.2. Process Steps
The steps followed in this study are as follows.
• By reviewing the literature, 8 draft questions that form the open-ended
questionnaire were determined.
• The open-ended questionnaire form was examined by 2 faculty members and 2
teachers who were experts in the field, and the questions were reduced to 6 in line
with their opinions and arrangements were made on some questions.
• The draft questionnaire consisting of 6 questions was applied to 10 people, and
the questions that were not understood and how long they should be allocated to
the questionnaire were determined. Again, since the problem was understood in
the understanding of question 1, this question was edited. The time required for
the questionnaire to be 20 minutes was considered sufficient by the researchers.
• The survey, which was finalized, was applied to individuals in the study group.
The data obtained were evaluated by content analysis and descriptive analysis.

2.3. Data Collection
The data of the study were obtained from the questionnaire developed by the researchers.
In order to ensure the validity of the scope of the questionnaire, the opinions of two
European Journal of Education Studies - Volume 7 │ Issue 9 │ 2020 14
Temel Topal, Mustafa Uzoglu
DISCIPLINE PROBLEMS FACED BY SCIENCE TEACHERS
IN CLASSROOM MANAGEMENT AND SOLUTIONS FOR THESE PROBLEMS

teaching staff, one in Science Education and 1 in the field of Educational Sciences, and
two teachers were taken and necessary corrections were made on the questionnaire in
line with their opinions. The survey form consists of two parts. In the first part,
demographic information was asked from the participants, and in the second part, 6
open-ended questions were used to determine the opinions of the pre-service teachers
about the classroom discipline problems faced by the teachers and their solutions for
these problems. The questionnaire consisting of 6 open-ended questions was applied to
10 people for the preliminary study. The participants were given approximately 20
minutes to complete the questionnaire.

2.4. Analyzing of Data
The questionnaire was distributed to 55 pre-service teachers studying during the class
and 20 minutes were given to answer. The data obtained from the survey were subjected
to descriptive analysis and content analysis. Two faculty members and two teachers
jointly evaluated the answers given by the preservice teachers to the questionnaire and
determined the themes and codes for each question. Depending on the themes and codes
revealed, the frequency and percentage of each expression is given. The statements made
by the preservice teachers under the table are indicated in percentages. The opinions of
the participants about each question were frequencyed according to the appropriate
codes created based on the answers given by the female and male teacher candidates and
the percentages are shown according to the sum of these frequencies. Frequency totals
are not always 100 % since frequencies related to codes are calculated according to the
results of open-ended questions and a participant sometimes expresses opinions about
more than one code in his reply. In addition, sample sentences (such as S1, S2) of the pre-
service teachers' opinions regarding the codes specified in the tables are given.

3. Findings

The data about the types of behaviors that science teachers use in managing the negative
behaviors they encounter in classroom management are given in Table 1.

Table 1: Behaviors applied by science teachers in managing
the negative behaviors they encounter in classroom management
Theme Code Frequency Percentage (%)
Indifference 12 15
Disrespect 10 12
Behavioral disorder 28 35
Behaviour Adaptation to the course 8 10
Problems Contact 16 20
Psychological problem 6 7
Order 1 1
Total 81 100

European Journal of Education Studies - Volume 7 │ Issue 9 │ 2020 15
Temel Topal, Mustafa Uzoglu
DISCIPLINE PROBLEMS FACED BY SCIENCE TEACHERS
IN CLASSROOM MANAGEMENT AND SOLUTIONS FOR THESE PROBLEMS

When the data in Table 1 are analyzed, it is seen that the negative behavior types that
science teachers encounter in classroom management are gathered in the theme of
behavioral problems. These behavioral problems are also indifference (15 %), disrespect
(12 %), behavioral disorder (35 %), lesson compliance (10 %), communication (20 %),
psychological problem (7 %) and order (1 %). determined to be.
The data obtained from teachers' thoughts about the causes of negative behavior
problems they encounter in classroom management are shown in Table 2.

Table 2: Causes of negative behaviors faced by teachers in classroom management
Theme Code Frequency Percentage (%)
Dominance 9 9
Indifference 9 9
Behavior disorder 20 21
Sourced from Ethical rules 3 3
teachers Time management 3 3
Psychological causes 9 9
Teacher 12 12
Contact 4 4
Listening problem 16 17
Indifference 9 9
Sourced from Inability to focus 4 4
students Puberty 2 2
Behavior disorder 20 21
Need 1 1
Age 2 2
Psychological causes 9 9
Contact 4 4
Environment Learning environment 2 2
Grade level 5 5
Total 143 100

When the data in Table 2 are examined, the reasons for the negative behavior problems
that science teachers encounter in classroom management; It is observed that it is
gathered in three themes: teacher-borne, student-borne and environment. Domination (9
%), indifference (9 %), behavioral disorder (21 %), ethical rules (3 %), time management
(3 %), psychological causes (9 %), teacher (12 %) and communication in teacher-related
problems It was determined that they had problems (4 %). On the other hand, problems
related to students are not listening (17%), indifference (9 %), inability to focus ( 4 %),
adolescence (2 %), behavioral disorder (21 %), need (1%), age (2 %), psychological causes
(9 %) and communication (4 %). In addition, it was determined that the problems arising
from the environment were learning environment (2 %) and grade level (5 %).
Some teachers' opinions about the causes of negative behavior problems they
encounter in classroom management are given below;

European Journal of Education Studies - Volume 7 │ Issue 9 │ 2020 16
Temel Topal, Mustafa Uzoglu
DISCIPLINE PROBLEMS FACED BY SCIENCE TEACHERS
IN CLASSROOM MANAGEMENT AND SOLUTIONS FOR THESE PROBLEMS

“Students who do not attend the classes speak without having a voice during the lesson.”
(S34)

“In class, the interest of the students in the classroom shifts in other directions, and
communication is often disrupted.”(S43)

Data obtained from teachers' opinions about the reasons underlying students'
displaying problematic behaviors in the classroom are shown in Table 3.

Table 3: Reasons underlying students' displaying problematic behaviors in the classroom
Theme Code Frequency Percentage (%)
Psychological causes 36 44
Indifference 19 23
Behaviour Behavior disorder 7 9
problems Contact 4 5
Threatening 1 1
Teacher 7 9
Puberty 3 4
Special education 1 1

Financial situation Economic situation 3 4

Technology Contact 4 5
Total 82 100

When the data in Table 3 are examined, it is seen that the reasons underlying students'
displaying problematic behaviors in the classroom are gathered in three themes,
behavioral problems, financial status and technology. Behavioral problems;
psychological causes (44 %), indifference (23 %), behavioral disorder (9 %),
communication (5 %), threat (1 %), teacher (9 %), adolescence (4 %) and special education
(1 %) determined as. The financial situation is related to the economic situation (4 %). It
has been determined that technology is related with communication (5 %).
Some teachers' opinions about the causes of negative behavior problems they
encounter in classroom management are as follows;

“Teacher attitudes and behaviors, domestic violence and economic situation can be counted
as negative behavior problems.” (S29)

“The student does not think that he/she can accomplish something or that the people around
him do not think that they can do something. Students' minds are elsewhere. Having a
problem with friends or family. No exam anxiety.” (S33)

European Journal of Education Studies - Volume 7 │ Issue 9 │ 2020 17
Temel Topal, Mustafa Uzoglu
DISCIPLINE PROBLEMS FACED BY SCIENCE TEACHERS
IN CLASSROOM MANAGEMENT AND SOLUTIONS FOR THESE PROBLEMS

“The circle of friends has been subjected to negative behaviors within the family and they
are exposed to the same behavior at school. Trying to prove that they are the strongest.
They just entered puberty.” (S34)

Data obtained from pre-service teachers about the reactions of students who show
unwanted behavior from their teachers are shown in Table 4.

Table 4: The reactions of students who show undesired behaviors from their teachers
Theme Code Frequency Percentage (%)
Warning 42 49
Behavior disorder 12 14
Reward- punishment 21 25
Reaction Activating teacher 3 4
Responsibility 2 2
Listening 2 2
Guidance 1 1
Contact 2 2
Total 85 100

When the data in Table 4 are examined, it is seen that the reactions of the students who
show undesired behaviors from their teachers are gathered under the theme of reaction.
The reaction theme is warning (49 %), behavioral disorder (14 %), reward-punishment
(25%), activating the teacher (4 %), responsibility (2 %), listening (2 %), guidance (1 %)
and It was determined that it was collected in subgroups such as contact (2 %).
The opinions of some pre-service teachers about the reactions of the students who
show unwanted behaviors from their teachers are listed below.

“The teacher has given up the student. He doesn't care about the student. If the student
continues and makes the teacher more annoyed, the teacher shows heavy accusations,
disgrace, and harsh warning behavior.” (S4)

“The teacher can kick that student out of the classroom. In the classroom environment, he
can establish humiliating sentences with his friends. It can give the student a minus. Some
teachers may ignore that behavior. The teacher can communicate with that student through
contact, touch.” (S32)

“Although he used the first type of punishment (insult, violence, etc.), the student does not
have any behavior change.” (S39)

The data obtained based on the opinions of teacher candidates regarding the
effects of negative student behaviors on the classroom environment, teaching process,
teacher-student relations, student-student relations are shown in Table 5.

European Journal of Education Studies - Volume 7 │ Issue 9 │ 2020 18
Temel Topal, Mustafa Uzoglu
DISCIPLINE PROBLEMS FACED BY SCIENCE TEACHERS
IN CLASSROOM MANAGEMENT AND SOLUTIONS FOR THESE PROBLEMS

Table 5: Effects of negative student behaviors on classroom environment,
teaching process, teacher-student relations, student-student relations
Theme Code Frequency Percentage (%)
Dominance 3 4
Course process 4 5
Indifference 5 6
Sourced from Time 2 2
teacher Contact 7 8
Behaviour 24 29

Noise 7 8
Learning difficulty 1 1
Disrespect 2 2
Sourced from Distractibility 6 7
student Indifference 5 6
Contact 7 8
Behaviour 24 29
Environment Classroom environment 22 26

Total 83 100

When the data in Table 5 are examined, the negative student behavior; It is seen that the
effects on classroom environment, teaching process, teacher-student relations and
student-student relations are gathered in three themes: teacher-oriented, student-borne
and environment. Those originated from teacher; dominance (4 %), course operation (5
%), indifference (6 %), time (2%), communication (8 %) and behavior (29 %). The students
are listed as noise (8%), learning disability (1 %), disrespect (2 %), distraction (7 %),
indifference (6 %), communication (8 % and behavior (29 %).) on the other hand, it was
handled as a classroom environment (26 %).
The opinions of some teacher candidates regarding the effects of negative student
behaviors on the classroom environment, teaching process, teacher-student relations,
student-student relations are as follows;

“Classroom environment: It affects negatively. Everyone is starting to imitate those
behaviors. Learning process: Some kind of process cannot be defined. There is a
disconnection in the subject and the subject constantly. Teacher-student relationship: Love
and respect for each other remain in no way. The student-student relationship takes place
in the same way.” (S4)

“Continuous noise and humming occur in the classroom environment. Therefore, the
course of the course is disrupted. The lesson goes on. Therefore, the teacher cannot train
what he planned in the lesson. It raises students' voices and creates a negative effect
between them. The student does not like the teacher either, which negatively affects the
relationship between the teacher and the student.” (S53)
European Journal of Education Studies - Volume 7 │ Issue 9 │ 2020 19
Temel Topal, Mustafa Uzoglu
DISCIPLINE PROBLEMS FACED BY SCIENCE TEACHERS
IN CLASSROOM MANAGEMENT AND SOLUTIONS FOR THESE PROBLEMS

The opinions of the pre-service teachers about managing the behaviors that are
seen as negative in terms of classroom management are shown in Table 6.

Table 6: Managing negative behaviors in terms of classroom management
Theme Code Frequency Percentage (%)

Violence Threat 1 1

Rule 7 9
Behaviour 4 5
Dominance 6 8
Responsibility Activating 9 12
Technology integration 1 1
Be interested in 5 6
Giving responsibility 5 6

Warn 17 22
Understanding 6 8
Guidance 3 4
Guidance Attention 2 3
Contact 6 8
Time management 1 1
Punishment-reward 4 5
Total 77 100

When Table 6 is analyzed, managing behaviors that are considered negative in terms of
classroom management; violence, responsibility and guidance are addressed in three
themes. It was determined that violence was a threat (1 %). Responsibility has been
determined as rule (9 %), behavior (5 %), domination (8 %), activation (12 %), technology
integration (1 %), engagement (6 %) and responsibility (6 %). On the other hand, the
guidance dimension is to warn (22 %), understanding (8 %), guidance (4 %), attention (3
%), communication (8 %), time management (1 %) and punishment-reward (5 %).
determined to be.
The opinions of some pre-service teachers about managing behaviors that are
considered negative in terms of classroom management are as follows.

“When I see a negative behavior, I appeal to the general class based on the student who
shows negative behavior first. Then, if the behavior continues, I warn that student exactly.
If the behavior continues, for example, if the behavior of the course is disruptive, that is, if
I talk to friends in the class and prevent other friends from listening, I ask him about the
subject and ask him to draw his attention to the lesson.” (S33)

“If I have students who are constantly moving in my class, I plan to spend their energy by
giving him simple tasks in the classroom. When I notice my students, who are not
interested in the lesson I told in class, I ask questions and try to get answers from students
European Journal of Education Studies - Volume 7 │ Issue 9 │ 2020 20